Abstract
ABSTRACT Purpose: to describe the results of preschooler hearing and language screening and the association between them. Methods: a study with 75 children enrolled in preschool. The language was screened with the Behavior Observation Guide for 0-to-6-Year-Old Children. The hearing of children up to 1 year and 11 months old was screened with meatoscopy, acoustic immittance, behavioral hearing assessment, and otoacoustic emissions, while those in the age range 2 years or older were screened with meatoscopy, acoustic immittance, and play pure-tone audiometry. The children who failed the screening were referred for diagnosis. The results of the hearing and language assessments were compared with the McNemar test. Results: of the 75 children screened, 18 (24%) failed the hearing tests and 11 (15%) failed the language test. Hearing impairment was confirmed in 12 (66%) of those referred for diagnosis, and language impairment, in 10 (90%) of them. There was no association between hearing and language impairments (p = 0.230). Conclusion: hearing and language impairments were found in preschoolers. Although they were not associated, they can impact academic performance. This result emphasizes the need for developing strategies to implement preschooler screening programs that include hearing and language.
Highlights
Preschool children progressively develop their skills and can perform increasingly complex everyday tasks
The project to be developed was discussed with the school principal, approaching aspects related to the importance of hearing and language to child overall development and clarifying the screening procedures to be carried out
This study described preschooler hearing and language screening, identifying their possible impairments
Summary
Preschool children progressively develop their skills and can perform increasingly complex everyday tasks. The integrity and full development of the auditory system are essential for the child to acquire oral language and interact with the environment. These conditions interfere significantly with their cognitive, emotional, and social development[2,3]. Even a slight auditory sensory deprivation can directly impact the acquisition of language, speech, and cognitive skills[1,3]. Such an impact is perceived as school learning difficulties because oral language, verbal comprehension, and reading and writing development are necessary to good academic achievement[4,5]
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